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English I 2014-2015

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English I 2014-2015

Unit Content Standards Reporting Cluster(s) Content Topics

Year-Long & Supporting Standards

Unit One: Narrative Elements9 Weeks

Reading Literature 2 Reading Literature 3

Analyzing Literary Devices

Themes Characters and

Conflicts

Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Writing 3 Writing Narratives Narrative Writing

Unit Two:Complex Fiction9 Weeks

Reading Literature 1 Reading Informational Text

1 Reading Literature 6

Analyzing Character Point of View

Questioning, Inference, and Interpretation

Point of View

Mastering Vocabulary



Comprehending Text


5

Analyzing Text Structure

Text Structures and Features

Unit Three:Research and Argument9 Weeks

Reading Informational Text 8

Evaluating Arguments in Text

Argument and Reasoning

Writing 1 Mastering

Vocabulary Constructing

Writing Applying

Grammar and Mechanics

Comprehending Text

Writing 7 Writing 8

Synthesizing Information

Research Access and Organize

Information

Unit Four:Connections Across Texts9 Weeks

Reading Informational Text 3

Analyzing Text Connections

Connections Mastering Vocabulary



Comprehending Text


9

Integrating Multiple Texts

Literary Comparisons and Source Material

Rhetorical Criticism

English I 2014-2015Grad

e Unit 1 Unit 2 Unit 3 Unit 4 Writing

9 3 TopicsDeadline

3 TopicsDeadline

3 TopicsDeadline

3 TopicsDeadline

Unit 1Deadline

Grade Fall SRI Winter SRI Spring SRI9 September 19 January 16 May 15

Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary

Topic RL9.4, RI9.4

Knowledge: Assessments:

Voca

bula

ry

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example,

how the language evokes a sense of time and place; how it sets a formal or informal tone) Analyze nuances in the meaning of words with similar denotations in a text Determine the meaning of words and phrases as they are used in a text, including technical

meanings2 Students demonstrate they have developed the ability to:

Identify specific words that impact meaning and tone in a text Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings Acquire and use accurately general academic and domain-specific words and phrases, sufficient for

reading, writing, speaking and listening.1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Comprehending TextTopic RL9.10,

RI9.10Knowledge: Assessments

:

T e xt 4 Students demonstrate they have the ability to:

Read text at the 1300+ Lexile Level (Advanced)

English I 2014-2015Co

mpl

exit

y 3Proficient

Students demonstrate they have the ability to: Read text at the 1150-1299 Lexile Level (Proficient)

2 Students demonstrate they have the ability to: Read text at the 1000-1149 Lexile Level (Basic)

1 Students demonstrate they have the ability to: Read text at the BR-999 Lexile Level (Below Basic)

English I 2014-2015

Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing

Topic W9.4 Knowledge: Assessments:

Task

, Pur

pose

, and

Au

dien

ce


3Proficient

Students demonstrate they have the ability to: Produce clear and coherent writing in which the development, organization, and style are

appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)

2 Students demonstrate they have developed the ability to: Describe the task, purpose, and audience for a given writing task Describe how to modify samples of writing for a specific task, purpose, and audience Produce writing appropriate to task, purpose, and audience using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.5 Knowledge: Assessments

:

Revi

se a

nd E

dit


3Proficient

Students demonstrate they have the ability to strengthen writing by: Planning Revising Editing

2 Students demonstrate they have developed the ability to: Plan writing using a template or graphic organizer Revise and edit writing based on teacher and peer feedback

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.6 Knowledge: Assessments

:

Tech

nolo

gy U

se


3Proficient

Students demonstrate they have the ability to use technology, including the internet, to: Produce, publish, and update individual or shared writing products Link to other information and display information flexibly and dynamically

2 Students demonstrate they have developed the ability to: Demonstrate the features of various technologies (for example, word processor, blog, presentation

software) Describe the ethical use of various technologies

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

English I 2014-2015

English I 2014-2015

Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics

Topic L9.1 Knowledge: Assessments:

Gra

mm

ar


3Proficient

Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:

Use parallel structure Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)

and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings2 Students demonstrate they have developed the ability to:

Use grammar and usage in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Capi

taliz

atio

n an

d Pu

nctu

atio

n


3Proficient

Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

Use a colon to introduce a list or quotation2 Students demonstrate they have developed the ability to:

Use conventions in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Lang

uage

Co

nven

tion

s


3Proficient

Students apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:

Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA Handbook) appropriate for the discipline and writing type

2 Students demonstrate they have developed the ability to: Demonstrate the use of a style manual


English I 2014-2015

English I 2014-2015UNIT ONE: Elements of Narrative 9 weeks

Organizing Principles: A unit focused on the narrative process. Students will read model narratives and construct their own narratives throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

Speak Freedom Writer’s Diary

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Story-specific vocabulary from short stories and full-length texts read throughout the unit

Writing tasks that support Writing Narratives

Writing tasks that support Analyzing Literary Devices

Revision of significant tasks

[PENDING] Fall SRI administered during this unit.

English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Writing Narratives

Topic W9.3 Knowledge: Notes:

Nar

rati

ve W

riti

ng


3Proficient

Students demonstrate they have the ability to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences that:

Engage the reader by setting out a problem, situation, or observation Orient the reader by establishing one or multiple points of view and introducing a narrator and/or

characters Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to

develop experiences, events, and/or characters Use a variety of techniques to sequence events so they build on one another to create a coherent

whole Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved

over the course of the narrative2 Students will recognize or recall:

Specific vocabulary such as: Coherent, narrative, organize, reflection, sensory detail

Students will perform basic processes, such as: Planning and organizing a narrative Identify targeted characteristics in a sample narrative Write a brief, single-episode narrative


English I 2014-2015Reporting Cluster: Analyzing Literary Devices

Topic RL9.2, RI9.2

Knowledge: Notes:

Them

es


3Proficient

Students demonstrate they have the ability to: Analyze the development of a theme over the course of a text, including how it is shaped and

refined by specific details Provide an objective summary of a text

2 Students will recognize or recall:Specific vocabulary such as:

Analyze, objective, summarize, themeStudents demonstrate they have developed the ability to:

Determine theme of a text Summarize a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic RL9.3,

RI9.3Knowledge: Notes:

Char

acte

rs a

nd C

onfli

cts 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that

go beyond the target.3Proficient

Students demonstrate they have the ability to: Analyze how complex characters develop over the course of a text Analyze how complex characters interact with other characters in a text Analyze how complex characters advance the plot of a text


Complex character, conflict, interact, motivation, plotStudents demonstrate they have developed the ability to:

Describe the complex characters in a text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

English I 2014-2015UNIT TWO: Complex Fiction 9 weeks

Organizing Principles: A unit focused on complex fictional texts and anchored on a study of Romeo & Juliet. There is ample room for poetry and supplemental texts throughout, but this is the place where students dig deep into analysis of a rich piece of literature.






Romeo & Juliet [REQUIRED]





Story-specific vocabulary from short stories and full-length texts read throughout the unit

Strategies employed to support unfamiliar vocabulary in Romeo & Juliet

Writing tasks that support Analyzing Text Structure

Writing tasks that support Analyzing Character Point of View


[PENDING] Winter SRI administered by the end of this unit.

English I 2014-2015

English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text Structure

Topic RL9.5, RI9.5

Knowledge: Notes:

Text

Str

uctu

res

and

Feat

ures


3Proficient

Students demonstrate they have the ability to: Analyze how an author’s choices concerning how to structure a text, order events within it (for

example, parallel plots), and manipulate time (for example, pacing, flashbacks) create such effects as mystery, tension, or surprise

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (for example, a section or chapter)


Analysis, analyze, author, chapter, claim, detail, develop, event, flashback, idea, manipulate, mystery, pacing, paragraph, parallel, plot, refine, section, sentence, series, structure, surprise, tension, text

Students demonstrate they have developed the ability to: Describe how an author chooses to structure a text, order events, and manipulate time Describe how the author lays out an analysis or series of ideas in a text


English I 2014-2015Reporting Cluster: Analyzing Character Point of View

Topic RL9.1, RI9.1

Knowledge: Notes:

Que

stio

ning

, Inf

eren

ce,

and

Inte

rpre

tati

on


3Proficient

Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly Cite textual evidence to support inferences drawn from the text


Cite, inference, textual evidenceStudents demonstrate they have developed the ability to:

Describe what a text says explicitly Draw logical inferences

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic RL9.6 Knowledge: Notes:

Poin

t of

Vie

w


3Proficient

Students demonstrate they have the ability to: Analyze a particular point of view or cultural experience reflected in a work of literature from

outside the United States, drawing on a wide reading of world literature


Analyze, cultural experience, literature, point of viewStudents demonstrate they have developed the ability to:

Describe how a particular point of view or cultural experience is reflected in a work of literature1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

English I 2014-2015UNIT THREE: Research and Argument 9 weeks

Organizing Principles: An exploration into non-fiction text, argumentative analysis, shorter research writing.










Article-specific vocabulary from short passages and full-length texts read throughout the unit

Writing tasks that support Evaluating Arguments in Text

Writing tasks that support Synthesizing Information


[PENDING] Any student without 2 SRI scores by this point should take the test between February 15th and March 15th

English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Evaluating Arguments in Text

Topic RI9.8 Knowledge: Notes:

Argu

men

t an

d Re

ason

ing


3Proficient

Students demonstrate they have the ability to: Evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and

the evidence is relevant and sufficient Identify false statements and fallacious reasoning in a text


Argument, claim, evidence, fallacious reasoning, reasoning, relevant, sufficient, text, validStudents demonstrate they have developed the ability to:

Delineate the argument and specific claims in a text Identify examples of false statements and fallacious reasoning in isolation


English I 2014-2015Reporting Cluster: Synthesizing Information

Topic W9.7 Knowledge: Notes:

Rese

arch


3Proficient

Students demonstrate they have the ability to: Conduct short as well as more sustained research projects to answer a question or solve a problem Narrow or broaden the inquiry when appropriate Synthesize multiple sources on the subject, demonstrating an understanding of the subject under

investigation2 Students will recognize or recall:

Specific vocabulary such as: Broaden, citation, information, inquiry, investigation, narrow, notes, organize, problem, question,

research, research project, source, synthesize, topicStudents demonstrate they have developed the ability to:

Select a topic Write and revise a grade-appropriate research question Strategically read grade-appropriate resources Take effective notes Organize and synthesize information collected from more than one source Write a research composition with appropriate citations utilizing a teacher-provided template

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.8 Knowledge: Notes:

Acce

ss a

nd O

rgan

ize

Info

rmat

ion


3Proficient

Students demonstrate they have the ability to: Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively Assess the usefulness of each source in answering a research question Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation2 Students will recognize or recall:

Specific vocabulary such as: Authoritative, citation format, digital, flow of ideas, information, integrate, paraphrase, plagiarism,

print, question, relevant, research, search, source, textStudents demonstrate they have developed the ability to:

Use a teacher-provided template or process to gather information Describe the characteristics of a useful source Paraphrase and incorporate information from three or more sources into written notes, a graphic

organizer, or outline using explicit teacher direction or a teacher-provided template1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

English I 2014-2015

English I 2014-2015UNIT FOUR: Connections Across Texts 9 weeks

Organizing Principles: A unit comparing multiple texts that have elements in common and the ways that authors transform and reveal ideas.










Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

Writing tasks that support Analyzing Text Connections

Writing tasks that support Integrating Multiple Texts


[PENDING] Spring SRI administered during this unit.

English I 2014-2015

English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text Connections


Conn

ecti

ons


3Proficient

Students demonstrate they have the ability to: Analyze how the author unfolds an analysis or series of ideas or events in a text, including the order

in which the points are made, how they are introduced and developed, and the connections that are drawn between them


Analysis, analyze, author, connection, develop, event, idea, introduce, point, seriesStudents demonstrate they have developed the ability to:

Describe how the author unfolds the analysis or series of ideas or events in a grade-appropriate text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

English I 2014-2015Reporting Cluster: Integrating Multiple Texts

Topic RL9.9 Knowledge: Notes:

Lite

rary

Com

pari

sons

an

d So

urce

Mat

eria

ls


3Proficient

Students demonstrate they have the ability to: Analyze how an author draws on and transforms source material in a specific work (for example,

how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)


Analyze, author, source, theme, topic, transformStudents demonstrate they have developed the ability to:

Identify examples of the use of source materials in a specific work1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Rhet

oric

al C

riti

cism


3Proficient

Students demonstrate they have the ability to: Analyze the rhetorical features of seminal U.S. documents of historical and literary significance (for

example, Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts


Analyze, concept, historical, literary, rhetorical feature, seminal, significance, themeStudents demonstrate they have developed the ability to:

Identify rhetorical features of seminal U.S documents of historical and literary significance Identify themes and concepts from seminal U.S documents of historical and literary significance


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